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A: Thank you. Did you enjoy the concert? Great job. Did you hear any noises during the quiet parts?
B: Yes!
A: Yes, so did I. They're pretty annoying, aren't they? The person making those noises is Brad Cohen. Come on up here, Brad. Do you like making noises and upsetting people, Brad?
C: No, sir.
A: Then why do you do it?
C: Because I have Tourette Syndrome.
A: What's that?
C: It's a thing in my brain that causes me to make weird noises.
A: But you could control it if you wanted to, right?
C: No, sir. It's a sickness.
A: Well, why can't you just get cured?
C: There isn't any cure. I don't like making noises any more than you like hearing them. They're even worse when I get stressed, when you don't accept that I can't stop them. But when I feel accepted, then they're not so bad. 
A: What can we do? And I mean everyone in this school. What can we do to help you, Brad?
C: I just want to be treated like everybody else.
A: Good job. Go sit down. A few words a little education, and it was like opening a door to a brand new world. Now some day, some way, I knew, Tourette's or no Tourette's, I was going to be a teacher. I had no choice but to prove that Tourette's would never get the best of me. lf I quit, I would be agreeing with everyone who ever told me I was barking up the wrong tree.
D: Sorry about the air conditioning. Supposed to already be fixed by now.
C: That's all right.
D: Well, umm, your resume looks okay. And we do have an opening in fifth grade.
C: OK.
D: But I do have to tell you this is a tough place to work. We've got some really hard cases.
C: Well, I take that as a challenge. I don't believe that any kid is hopeless. You know, they all want to learn. You can't ever give up. You just gotta find the right way to teach them. 
D: Ahh, you got something stuck in your throat? Would you like a drink?
C: I have Tourette Syndrome.
D: How do you expect to handle a bunch of wild students with a handicap like that?
C: Well. By educating them. By letting them know it's okay to talk about it. It's okay to ask questions...
D: These students would laugh at you. I just don't see how you could ever teach a class.
C: I can teach. Look at my resume. Look at it. Ok? I was very successful as a student teacher. My Tourette's never posed a problem!
D: You want to teach here, you're gonna have to refrain from making these noises in class.
C: You know what? Thank you very much for the interview.
D: But, don't you want the job?
C: Yes, actually. I want it really bad. But I would never, ever work for a man who doesn't care about his students. So, I'll take my portfolio and, ahh, and take no more of your time. You got a great boss. Well, it was the worst interview I've ever had. All he could see when he looked at me was my Tourette's.
E: Well, honey, if they can't see what a great teacher you'd be, that is their failure, not yours. 
C: Well, it sure seems like my failure.
E: Well, if you say so. You know what? Why don't you just throw in the towel and come home, huh? I'll buy you a ticket.
C: I'm not saying that.
E: Really? That sounds like what you're saying. It sounds like you're letting Tourette's win.
C: I am not letting Tourette's win!
E: Really?
C: Yes, really! Look, I'm never going to give up, I just...I have to find the right school.
E: You will, Bobo. You will.
F: You must be Brad Cohen. I'm Jim Ovbey. I'm the Principal around here.
G: Hilarie Straka, Assistant Principal.
C: Hi.
G: Come on in the office, Brad.
F: We heard you coming all the way from the parking lot.
G: Hear you've been making the rounds.
C: Twenty-five schools so far. And, uh, here's, here's my resume.
G: Oh.
F: Oh, here. We can look at that in a minute, Brad. Just come on in, tell us why you want to be a teacher.
C: OK. Well, it's, uh, oh, it's, it's all I ever wanted to be ever since I was in school.
G: You must have had some pretty inspiring teachers.
C: Ah, well. I had an inspiring principal Mr. Myer, but my teachers, they really only inspired me to be the kind of teachers they never were.
F: What kind of teachers is that?
C: One who makes it possible for a kid to learn even if he's different in a way, the, the best teacher I ever had was my Tourette's.
G: You, you don't have to talk about that, Brad. 
C: No, it's OK. I make a point of being open about it. It's, uh, never off-limits to my students. They can ask me anything they want about it at any time.
G: You must get some pretty interesting questions.
C: Oh, yeah. Sometimes it gets really personal. 
F: I hope this question isn't too personal, Brad. Do you make those noises in your sleep?
C: I don't know. I'm asleep. No, no, I don't tic in my sleep. When I'm relaxed, the noises give me a little bit of a break, like just now.
G: Okay Brad. I want to hear more about your teaching philosophy.
C: Yeah. I'd love to tell you about my teaching philosophy. We talked for nearly two hours. It was the best interview I'd ever had.
F: Well, Brad, it was a pleasure to meet you.
C: You, too. You, too.
G: We've still got a few more teachers to interview. But we'll let you know when we've made a decision.
C: Ok, great.
F: Thank you.
C: Thank you. Thank you.
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